Category: Nursing

[Solved] Nursing Homework

✓ Verified Academic Solution Available

Executive Solution Overview

– ## SmartGoalEvaluationinstructions.docx – NUR650clSmartGoals.pptx **## SmartGoalEvaluationinstructions.docx** Think back to the five SMART goals you created earlier in the term. Write a reflection paper following APA format and consisting of 750-1000 words in length. Then, create a 5–7-minute refl…

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Assignment Prompt & Instructions

– ## SmartGoalEvaluationinstructions.docx

– NUR650clSmartGoals.pptx

**## SmartGoalEvaluationinstructions.docx**

Think back to the five SMART goals you created earlier in the term. Write a reflection paper following APA format and consisting of 750-1000 words in length. Then, create a 5–7-minute reflection video using the word document which evaluates each SMART goal that you created. Use Teams, Zoom, or Canvas Studio's Screen Capture feature to record your presentation. Your face must be visible on camera (in the corner as you present your paper). You must introduce yourself and show your identification. You must dress professionally or your presentation will not be graded.

Use the following questions to guide your response:

1. What were you expecting from the experience before you started?

2. Why were you expecting this?

3. Why did you choose this goal?

4. Did you learn anything about a different group in society (i.e., different age, profession, ethnic, racial or socio-economic group)? What did you learn?

5. What is the most valuable experience you acquired?

6. What impact did the experience have on your everyday life?

7. What did you learn that was directly related to your course objectives?

**Submission Instructions:**

· Submit your paper as a Word Document through the Turnitin inbox below.

· You will use the paper for your video presentation.

· Submit the Link to your video presentation as a comment under the assignment section.

· Here are some guides to help you with your video submission:

·
[How do I record a Canvas Studio video with a webcam in a course?Links to an external site.](https://community.canvaslms.com/docs/DOC-14265-50736850213)

·
[How do I upload media files in my Canvas Studio account?Links to an external site.](https://community.canvaslms.com/t5/Studio/How-do-I-upload-media-files-in-my-Canvas-Studio-account/ta-p/1705)

·
[How do I get a public link or embed code for media in Canvas Studio?Links to an external site.](https://community.canvaslms.com/t5/Studio/How-do-I-get-a-public-link-or-embed-code-for-media-in-Canvas/ta-p/1712)

· Follow all directions for this assignment.

| | | | | | |
| — | — | — | — | — | — |
| **SMART Goal Evaluation Rubric** |
| **Criteria** | **Ratings** | **Points** |
| Content Reflection | **Exemplary – 11-15 points** Reflection demonstrates a high degree of critical thinking in applying, analyzing, and evaluating key course concepts and theories from readings, lectures, media, discussions activities, and/or assignments. Insightful and relevant connections made through contextual explanations, inferences, and examples. | **Accomplished – 6-10 points** Reflection demonstrates some degree of critical thinking in applying, analyzing, and/or evaluating key course concepts and theories from readings, lectures, media, discussions activities, and/or assignments. Connections made through explanations, inferences, and/or examples. | **Developing – 1-5 points** Reflection demonstrates limited critical thinking in applying, analyzing, and/or evaluating key course concepts and theories from readings, lectures, media, discussions, activities, and/or assignments Minimal connections made through explanations, inferences, and/or examples. | **Unsatisfactory – 0 points** Reflection lacks critical thinking. Superficial connections are made with key course concepts and course materials, activities, and/or assignments. | 15 points |
| Personal Growth | **Exemplary – 16-20 points** Conveys strong evidence of reflection on own work with a personal response to the self-assessment questions posed. Demonstrates significant personal growth and awareness of deeper meaning through inferences made, examples, well developed insights, and substantial depth in perceptions and challenges. Synthesizes current experience into future implications. | **Accomplished – 11-15 points** Conveys evidence of reflection on own work with a personal response to the self-assessment questions posed. Demonstrates satisfactory personal growth and awareness through some inferences made, examples, insights, and challenges. Some thought of the future implications of current experience. | **Developing – 1-10 points** Conveys limited evidence of reflection on own work in response to the self-assessment questions posed. Demonstrates less than adequate personal growth and awareness through few or simplistic inferences made, examples, insights, and/or challenges that are not well developed. Minimal thought of the future implications of current experience. | **Unsatisfactory – 0 points** Conveys inadequate evidence of reflection on own work in response to the self-assessment questions posed. Personal growth and awareness are not evident and/or demonstrates a neutral experience with negligible personal impact. Lacks enough inferences, examples, personal insights and challenges, and/or future implications are overlooked. | 20 points |
| Word Document and Video Presentation | **Exemplary – 8-10 points** All sections of the assignment are completed fully and described in the word document in great detail. The word document is 750-1000 words in length. Video presentation is between 5 and 7 minutes. Well spoken, professional and clearly organized using standard English, characterized by elements of a strong oral presentation delivery, e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 75% of the time. Seemed to read from notes <25% of the time. | **Accomplished – 6-7 points** At least 75% of the assignment is completed and described in the document with some detail. The word document is 750-1000 words in length. Video presentation is between 5 and 7 minutes. Above average oral presentation delivery and logically organized using standard English with minor errors e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 50 and <75%% of the time. Seemed to read from notes >50% of the time.. | **Developing – 1-5 points** The word document contains at least 50% of the assignment. However, the document does not contain detailed examples. The word document is 749-500 words in length. Video presentation is between 5 and 7 minutes. Average and/or casual oral presentation delivery that is sometimes unclear and/or with some errors in grammar, e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 25% and <50% of the time. Seemed to read from notes <50% of the time. | **Unsatisfactory – 0 points** The word document contains less than 50% of the required content. the word document is less than 500 words in length. Did not create video presentation and/or is less than 5 minutes long or more than 8 minutes long. Seemed to read from notes >50% of the time. | 10 points |
| Use of Citations, Writing Mechanics and APA Formatting Guidelines | **Exemplary – 5 points** The reference page contains at least the required current scholarly academic reference and text reference. Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent and in-text citations. Rules of grammar, usage and punctuation are followed; spelling is correct. | **Accomplished – 3 points** References page contains one current scholarly academic resource and text reference. Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. Few grammatical errors, but sentences could be clearer and more precise. | **Developing – 2 points** References page contains one current or outdated scholarly academic resource. Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. Presentation contains few grammatical, punctuation and spelling errors. | **Unsatisfactory – 0 points** References page contains no current scholarly academic resources, only internet webpages or no reference page. Lack of APA guidelines for references provided or in-text citations. Presentation contains numerous grammatical, punctuation, and spelling errors. | 5 points |
| **Total Points** | **50** |

**NUR650clSmartGoals.pptx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur650clsmartgoals-pptx)

**NUR650clSmartGoals.pptx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur650clsmartgoals-pptx)

**## SmartGoalEvaluationinstructions.docx**

Think back to the five SMART goals you created earlier in the term. Write a reflection paper following APA format and consisting of 750-1000 words in length. Then, create a 5–7-minute reflection video using the word document which evaluates each SMART goal that you created. Use Teams, Zoom, or Canvas Studio's Screen Capture feature to record your presentation. Your face must be visible on camera (in the corner as you present your paper). You must introduce yourself and show your identification. You must dress professionally or your presentation will not be graded.

Use the following questions to guide your response:

1. What were you expecting from the experience before you started?

2. Why were you expecting this?

3. Why did you choose this goal?

4. Did you learn anything about a different group in society (i.e., different age, profession, ethnic, racial or socio-economic group)? What did you learn?

5. What is the most valuable experience you acquired?

6. What impact did the experience have on your everyday life?

7. What did you learn that was directly related to your course objectives?

**Submission Instructions:**

· Submit your paper as a Word Document through the Turnitin inbox below.

· You will use the paper for your video presentation.

· Submit the Link to your video presentation as a comment under the assignment section.

· Here are some guides to help you with your video submission:

·
[How do I record a Canvas Studio video with a webcam in a course?Links to an external site.](https://community.canvaslms.com/docs/DOC-14265-50736850213)

·
[How do I upload media files in my Canvas Studio account?Links to an external site.](https://community.canvaslms.com/t5/Studio/How-do-I-upload-media-files-in-my-Canvas-Studio-account/ta-p/1705)

·
[How do I get a public link or embed code for media in Canvas Studio?Links to an external site.](https://community.canvaslms.com/t5/Studio/How-do-I-get-a-public-link-or-embed-code-for-media-in-Canvas/ta-p/1712)

· Follow all directions for this assignment.

| | | | | | |
| — | — | — | — | — | — |
| **SMART Goal Evaluation Rubric** |
| **Criteria** | **Ratings** | **Points** |
| Content Reflection | **Exemplary – 11-15 points** Reflection demonstrates a high degree of critical thinking in applying, analyzing, and evaluating key course concepts and theories from readings, lectures, media, discussions activities, and/or assignments. Insightful and relevant connections made through contextual explanations, inferences, and examples. | **Accomplished – 6-10 points** Reflection demonstrates some degree of critical thinking in applying, analyzing, and/or evaluating key course concepts and theories from readings, lectures, media, discussions activities, and/or assignments. Connections made through explanations, inferences, and/or examples. | **Developing – 1-5 points** Reflection demonstrates limited critical thinking in applying, analyzing, and/or evaluating key course concepts and theories from readings, lectures, media, discussions, activities, and/or assignments Minimal connections made through explanations, inferences, and/or examples. | **Unsatisfactory – 0 points** Reflection lacks critical thinking. Superficial connections are made with key course concepts and course materials, activities, and/or assignments. | 15 points |
| Personal Growth | **Exemplary – 16-20 points** Conveys strong evidence of reflection on own work with a personal response to the self-assessment questions posed. Demonstrates significant personal growth and awareness of deeper meaning through inferences made, examples, well developed insights, and substantial depth in perceptions and challenges. Synthesizes current experience into future implications. | **Accomplished – 11-15 points** Conveys evidence of reflection on own work with a personal response to the self-assessment questions posed. Demonstrates satisfactory personal growth and awareness through some inferences made, examples, insights, and challenges. Some thought of the future implications of current experience. | **Developing – 1-10 points** Conveys limited evidence of reflection on own work in response to the self-assessment questions posed. Demonstrates less than adequate personal growth and awareness through few or simplistic inferences made, examples, insights, and/or challenges that are not well developed. Minimal thought of the future implications of current experience. | **Unsatisfactory – 0 points** Conveys inadequate evidence of reflection on own work in response to the self-assessment questions posed. Personal growth and awareness are not evident and/or demonstrates a neutral experience with negligible personal impact. Lacks enough inferences, examples, personal insights and challenges, and/or future implications are overlooked. | 20 points |
| Word Document and Video Presentation | **Exemplary – 8-10 points** All sections of the assignment are completed fully and described in the word document in great detail. The word document is 750-1000 words in length. Video presentation is between 5 and 7 minutes. Well spoken, professional and clearly organized using standard English, characterized by elements of a strong oral presentation delivery, e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 75% of the time. Seemed to read from notes <25% of the time. | **Accomplished – 6-7 points** At least 75% of the assignment is completed and described in the document with some detail. The word document is 750-1000 words in length. Video presentation is between 5 and 7 minutes. Above average oral presentation delivery and logically organized using standard English with minor errors e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 50 and <75%% of the time. Seemed to read from notes >50% of the time.. | **Developing – 1-5 points** The word document contains at least 50% of the assignment. However, the document does not contain detailed examples. The word document is 749-500 words in length. Video presentation is between 5 and 7 minutes. Average and/or casual oral presentation delivery that is sometimes unclear and/or with some errors in grammar, e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 25% and <50% of the time. Seemed to read from notes <50% of the time. | **Unsatisfactory – 0 points** The word document contains less than 50% of the required content. the word document is less than 500 words in length. Did not create video presentation and/or is less than 5 minutes long or more than 8 minutes long. Seemed to read from notes >50% of the time. | 10 points |
| Use of Citations, Writing Mechanics and APA Formatting Guidelines | **Exemplary – 5 points** The reference page contains at least the required current scholarly academic reference and text reference. Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent and in-text citations. Rules of grammar, usage and punctuation are followed; spelling is correct. | **Accomplished – 3 points** References page contains one current scholarly academic resource and text reference. Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. Few grammatical errors, but sentences could be clearer and more precise. | **Developing – 2 points** References page contains one current or outdated scholarly academic resource. Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. Presentation contains few grammatical, punctuation and spelling errors. | **Unsatisfactory – 0 points** References page contains no current scholarly academic resources, only internet webpages or no reference page. Lack of APA guidelines for references provided or in-text citations. Presentation contains numerous grammatical, punctuation, and spelling errors. | 5 points |
| **Total Points** | **50** |

**NUR650clSmartGoals.pptx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur650clsmartgoals-pptx)

**## SmartGoalEvaluationinstructions.docx**

Think back to the five SMART goals you created earlier in the term. Write a reflection paper following APA format and consisting of 750-1000 words in length. Then, create a 5–7-minute reflection video using the word document which evaluates each SMART goal that you created. Use Teams, Zoom, or Canvas Studio's Screen Capture feature to record your presentation. Your face must be visible on camera (in the corner as you present your paper). You must introduce yourself and show your identification. You must dress professionally or your presentation will not be graded.

Use the following questions to guide your response:

1. What were you expecting from the experience before you started?

2. Why were you expecting this?

3. Why did you choose this goal?

4. Did you learn anything about a different group in society (i.e., different age, profession, ethnic, racial or socio-economic group)? What did you learn?

5. What is the most valuable experience you acquired?

6. What impact did the experience have on your everyday life?

7. What did you learn that was directly related to your course objectives?

**Submission Instructions:**

· Submit your paper as a Word Document through the Turnitin inbox below.

· You will use the paper for your video presentation.

· Submit the Link to your video presentation as a comment under the assignment section.

· Here are some guides to help you with your video submission:

·
[How do I record a Canvas Studio video with a webcam in a course?Links to an external site.](https://community.canvaslms.com/docs/DOC-14265-50736850213)

·
[How do I upload media files in my Canvas Studio account?Links to an external site.](https://community.canvaslms.com/t5/Studio/How-do-I-upload-media-files-in-my-Canvas-Studio-account/ta-p/1705)

·
[How do I get a public link or embed code for media in Canvas Studio?Links to an external site.](https://community.canvaslms.com/t5/Studio/How-do-I-get-a-public-link-or-embed-code-for-media-in-Canvas/ta-p/1712)

· Follow all directions for this assignment.

| | | | | | |
| — | — | — | — | — | — |
| **SMART Goal Evaluation Rubric** |
| **Criteria** | **Ratings** | **Points** |
| Content Reflection | **Exemplary – 11-15 points** Reflection demonstrates a high degree of critical thinking in applying, analyzing, and evaluating key course concepts and theories from readings, lectures, media, discussions activities, and/or assignments. Insightful and relevant connections made through contextual explanations, inferences, and examples. | **Accomplished – 6-10 points** Reflection demonstrates some degree of critical thinking in applying, analyzing, and/or evaluating key course concepts and theories from readings, lectures, media, discussions activities, and/or assignments. Connections made through explanations, inferences, and/or examples. | **Developing – 1-5 points** Reflection demonstrates limited critical thinking in applying, analyzing, and/or evaluating key course concepts and theories from readings, lectures, media, discussions, activities, and/or assignments Minimal connections made through explanations, inferences, and/or examples. | **Unsatisfactory – 0 points** Reflection lacks critical thinking. Superficial connections are made with key course concepts and course materials, activities, and/or assignments. | 15 points |
| Personal Growth | **Exemplary – 16-20 points** Conveys strong evidence of reflection on own work with a personal response to the self-assessment questions posed. Demonstrates significant personal growth and awareness of deeper meaning through inferences made, examples, well developed insights, and substantial depth in perceptions and challenges. Synthesizes current experience into future implications. | **Accomplished – 11-15 points** Conveys evidence of reflection on own work with a personal response to the self-assessment questions posed. Demonstrates satisfactory personal growth and awareness through some inferences made, examples, insights, and challenges. Some thought of the future implications of current experience. | **Developing – 1-10 points** Conveys limited evidence of reflection on own work in response to the self-assessment questions posed. Demonstrates less than adequate personal growth and awareness through few or simplistic inferences made, examples, insights, and/or challenges that are not well developed. Minimal thought of the future implications of current experience. | **Unsatisfactory – 0 points** Conveys inadequate evidence of reflection on own work in response to the self-assessment questions posed. Personal growth and awareness are not evident and/or demonstrates a neutral experience with negligible personal impact. Lacks enough inferences, examples, personal insights and challenges, and/or future implications are overlooked. | 20 points |
| Word Document and Video Presentation | **Exemplary – 8-10 points** All sections of the assignment are completed fully and described in the word document in great detail. The word document is 750-1000 words in length. Video presentation is between 5 and 7 minutes. Well spoken, professional and clearly organized using standard English, characterized by elements of a strong oral presentation delivery, e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 75% of the time. Seemed to read from notes <25% of the time. | **Accomplished – 6-7 points** At least 75% of the assignment is completed and described in the document with some detail. The word document is 750-1000 words in length. Video presentation is between 5 and 7 minutes. Above average oral presentation delivery and logically organized using standard English with minor errors e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 50 and <75%% of the time. Seemed to read from notes >50% of the time.. | **Developing – 1-5 points** The word document contains at least 50% of the assignment. However, the document does not contain detailed examples. The word document is 749-500 words in length. Video presentation is between 5 and 7 minutes. Average and/or casual oral presentation delivery that is sometimes unclear and/or with some errors in grammar, e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 25% and <50% of the time. Seemed to read from notes <50% of the time. | **Unsatisfactory – 0 points** The word document contains less than 50% of the required content. the word document is less than 500 words in length. Did not create video presentation and/or is less than 5 minutes long or more than 8 minutes long. Seemed to read from notes >50% of the time. | 10 points |
| Use of Citations, Writing Mechanics and APA Formatting Guidelines | **Exemplary – 5 points** The reference page contains at least the required current scholarly academic reference and text reference. Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent and in-text citations. Rules of grammar, usage and punctuation are followed; spelling is correct. | **Accomplished – 3 points** References page contains one current scholarly academic resource and text reference. Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. Few grammatical errors, but sentences could be clearer and more precise. | **Developing – 2 points** References page contains one current or outdated scholarly academic resource. Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. Presentation contains few grammatical, punctuation and spelling errors. | **Unsatisfactory – 0 points** References page contains no current scholarly academic resources, only internet webpages or no reference page. Lack of APA guidelines for references provided or in-text citations. Presentation contains numerous grammatical, punctuation, and spelling errors. | 5 points |
| **Total Points** | **50** |

**NUR650clSmartGoals.pptx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur650clsmartgoals-pptx)

– 1
– 2

November 5, 2026
[Solved] Nursing homework

✓ Verified Academic Solution Available

Executive Solution Overview

– ## NUR650SmartGoalEvaluationinstructions.docx – NUR650CLSmartGoals.pptx **## NUR650SmartGoalEvaluationinstructions.docx** Think back to the five SMART goals you created earlier in the term. Write a reflection paper following APA format and consisting of 750-1000 words in length. Then, create a 5–7…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

– ## NUR650SmartGoalEvaluationinstructions.docx

– NUR650CLSmartGoals.pptx

**## NUR650SmartGoalEvaluationinstructions.docx**

Think back to the five SMART goals you created earlier in the term. Write a reflection paper following APA format and consisting of 750-1000 words in length. Then, create a 5–7-minute reflection video using the word document which evaluates each SMART goal that you created. Use Teams, Zoom, or Canvas Studio's Screen Capture feature to record your presentation. Your face must be visible on camera (in the corner as you present your paper). You must introduce yourself and show your identification. You must dress professionally or your presentation will not be graded.

Use the following questions to guide your response:

1. What were you expecting from the experience before you started?

2. Why were you expecting this?

3. Why did you choose this goal?

4. Did you learn anything about a different group in society (i.e., different age, profession, ethnic, racial or socio-economic group)? What did you learn?

5. What is the most valuable experience you acquired?

6. What impact did the experience have on your everyday life?

7. What did you learn that was directly related to your course objectives?

**Submission Instructions:**

· Submit your paper as a Word Document through the Turnitin inbox below.

· You will use the paper for your video presentation.

· Submit the Link to your video presentation as a comment under the assignment section.

· Here are some guides to help you with your video submission:

·
[How do I record a Canvas Studio video with a webcam in a course?Links to an external site.](https://community.canvaslms.com/docs/DOC-14265-50736850213)

·
[How do I upload media files in my Canvas Studio account?Links to an external site.](https://community.canvaslms.com/t5/Studio/How-do-I-upload-media-files-in-my-Canvas-Studio-account/ta-p/1705)

·
[How do I get a public link or embed code for media in Canvas Studio?Links to an external site.](https://community.canvaslms.com/t5/Studio/How-do-I-get-a-public-link-or-embed-code-for-media-in-Canvas/ta-p/1712)

· Follow all directions for this assignment.

| | | | | | |
| — | — | — | — | — | — |
| **SMART Goal Evaluation Rubric** |
| **Criteria** | **Ratings** | **Points** |
| Content Reflection | **Exemplary – 11-15 points** Reflection demonstrates a high degree of critical thinking in applying, analyzing, and evaluating key course concepts and theories from readings, lectures, media, discussions activities, and/or assignments. Insightful and relevant connections made through contextual explanations, inferences, and examples. | **Accomplished – 6-10 points** Reflection demonstrates some degree of critical thinking in applying, analyzing, and/or evaluating key course concepts and theories from readings, lectures, media, discussions activities, and/or assignments. Connections made through explanations, inferences, and/or examples. | **Developing – 1-5 points** Reflection demonstrates limited critical thinking in applying, analyzing, and/or evaluating key course concepts and theories from readings, lectures, media, discussions, activities, and/or assignments Minimal connections made through explanations, inferences, and/or examples. | **Unsatisfactory – 0 points** Reflection lacks critical thinking. Superficial connections are made with key course concepts and course materials, activities, and/or assignments. | 15 points |
| Personal Growth | **Exemplary – 16-20 points** Conveys strong evidence of reflection on own work with a personal response to the self-assessment questions posed. Demonstrates significant personal growth and awareness of deeper meaning through inferences made, examples, well developed insights, and substantial depth in perceptions and challenges. Synthesizes current experience into future implications. | **Accomplished – 11-15 points** Conveys evidence of reflection on own work with a personal response to the self-assessment questions posed. Demonstrates satisfactory personal growth and awareness through some inferences made, examples, insights, and challenges. Some thought of the future implications of current experience. | **Developing – 1-10 points** Conveys limited evidence of reflection on own work in response to the self-assessment questions posed. Demonstrates less than adequate personal growth and awareness through few or simplistic inferences made, examples, insights, and/or challenges that are not well developed. Minimal thought of the future implications of current experience. | **Unsatisfactory – 0 points** Conveys inadequate evidence of reflection on own work in response to the self-assessment questions posed. Personal growth and awareness are not evident and/or demonstrates a neutral experience with negligible personal impact. Lacks enough inferences, examples, personal insights and challenges, and/or future implications are overlooked. | 20 points |
| Word Document and Video Presentation | **Exemplary – 8-10 points** All sections of the assignment are completed fully and described in the word document in great detail. The word document is 750-1000 words in length. Video presentation is between 5 and 7 minutes. Well spoken, professional and clearly organized using standard English, characterized by elements of a strong oral presentation delivery, e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 75% of the time. Seemed to read from notes <25% of the time. | **Accomplished – 6-7 points** At least 75% of the assignment is completed and described in the document with some detail. The word document is 750-1000 words in length. Video presentation is between 5 and 7 minutes. Above average oral presentation delivery and logically organized using standard English with minor errors e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 50 and <75%% of the time. Seemed to read from notes >50% of the time.. | **Developing – 1-5 points** The word document contains at least 50% of the assignment. However, the document does not contain detailed examples. The word document is 749-500 words in length. Video presentation is between 5 and 7 minutes. Average and/or casual oral presentation delivery that is sometimes unclear and/or with some errors in grammar, e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 25% and <50% of the time. Seemed to read from notes <50% of the time. | **Unsatisfactory – 0 points** The word document contains less than 50% of the required content. the word document is less than 500 words in length. Did not create video presentation and/or is less than 5 minutes long or more than 8 minutes long. Seemed to read from notes >50% of the time. | 10 points |
| Use of Citations, Writing Mechanics and APA Formatting Guidelines | **Exemplary – 5 points** The reference page contains at least the required current scholarly academic reference and text reference. Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent and in-text citations. Rules of grammar, usage and punctuation are followed; spelling is correct. | **Accomplished – 3 points** References page contains one current scholarly academic resource and text reference. Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. Few grammatical errors, but sentences could be clearer and more precise. | **Developing – 2 points** References page contains one current or outdated scholarly academic resource. Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. Presentation contains few grammatical, punctuation and spelling errors. | **Unsatisfactory – 0 points** References page contains no current scholarly academic resources, only internet webpages or no reference page. Lack of APA guidelines for references provided or in-text citations. Presentation contains numerous grammatical, punctuation, and spelling errors. | 5 points |
| **Total Points** | **50** |

**NUR650CLSmartGoals.pptx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur650clsmartgoals-pptx-10327513)

**NUR650CLSmartGoals.pptx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur650clsmartgoals-pptx-10327513)

**## NUR650SmartGoalEvaluationinstructions.docx**

Think back to the five SMART goals you created earlier in the term. Write a reflection paper following APA format and consisting of 750-1000 words in length. Then, create a 5–7-minute reflection video using the word document which evaluates each SMART goal that you created. Use Teams, Zoom, or Canvas Studio's Screen Capture feature to record your presentation. Your face must be visible on camera (in the corner as you present your paper). You must introduce yourself and show your identification. You must dress professionally or your presentation will not be graded.

Use the following questions to guide your response:

1. What were you expecting from the experience before you started?

2. Why were you expecting this?

3. Why did you choose this goal?

4. Did you learn anything about a different group in society (i.e., different age, profession, ethnic, racial or socio-economic group)? What did you learn?

5. What is the most valuable experience you acquired?

6. What impact did the experience have on your everyday life?

7. What did you learn that was directly related to your course objectives?

**Submission Instructions:**

· Submit your paper as a Word Document through the Turnitin inbox below.

· You will use the paper for your video presentation.

· Submit the Link to your video presentation as a comment under the assignment section.

· Here are some guides to help you with your video submission:

·
[How do I record a Canvas Studio video with a webcam in a course?Links to an external site.](https://community.canvaslms.com/docs/DOC-14265-50736850213)

·
[How do I upload media files in my Canvas Studio account?Links to an external site.](https://community.canvaslms.com/t5/Studio/How-do-I-upload-media-files-in-my-Canvas-Studio-account/ta-p/1705)

·
[How do I get a public link or embed code for media in Canvas Studio?Links to an external site.](https://community.canvaslms.com/t5/Studio/How-do-I-get-a-public-link-or-embed-code-for-media-in-Canvas/ta-p/1712)

· Follow all directions for this assignment.

| | | | | | |
| — | — | — | — | — | — |
| **SMART Goal Evaluation Rubric** |
| **Criteria** | **Ratings** | **Points** |
| Content Reflection | **Exemplary – 11-15 points** Reflection demonstrates a high degree of critical thinking in applying, analyzing, and evaluating key course concepts and theories from readings, lectures, media, discussions activities, and/or assignments. Insightful and relevant connections made through contextual explanations, inferences, and examples. | **Accomplished – 6-10 points** Reflection demonstrates some degree of critical thinking in applying, analyzing, and/or evaluating key course concepts and theories from readings, lectures, media, discussions activities, and/or assignments. Connections made through explanations, inferences, and/or examples. | **Developing – 1-5 points** Reflection demonstrates limited critical thinking in applying, analyzing, and/or evaluating key course concepts and theories from readings, lectures, media, discussions, activities, and/or assignments Minimal connections made through explanations, inferences, and/or examples. | **Unsatisfactory – 0 points** Reflection lacks critical thinking. Superficial connections are made with key course concepts and course materials, activities, and/or assignments. | 15 points |
| Personal Growth | **Exemplary – 16-20 points** Conveys strong evidence of reflection on own work with a personal response to the self-assessment questions posed. Demonstrates significant personal growth and awareness of deeper meaning through inferences made, examples, well developed insights, and substantial depth in perceptions and challenges. Synthesizes current experience into future implications. | **Accomplished – 11-15 points** Conveys evidence of reflection on own work with a personal response to the self-assessment questions posed. Demonstrates satisfactory personal growth and awareness through some inferences made, examples, insights, and challenges. Some thought of the future implications of current experience. | **Developing – 1-10 points** Conveys limited evidence of reflection on own work in response to the self-assessment questions posed. Demonstrates less than adequate personal growth and awareness through few or simplistic inferences made, examples, insights, and/or challenges that are not well developed. Minimal thought of the future implications of current experience. | **Unsatisfactory – 0 points** Conveys inadequate evidence of reflection on own work in response to the self-assessment questions posed. Personal growth and awareness are not evident and/or demonstrates a neutral experience with negligible personal impact. Lacks enough inferences, examples, personal insights and challenges, and/or future implications are overlooked. | 20 points |
| Word Document and Video Presentation | **Exemplary – 8-10 points** All sections of the assignment are completed fully and described in the word document in great detail. The word document is 750-1000 words in length. Video presentation is between 5 and 7 minutes. Well spoken, professional and clearly organized using standard English, characterized by elements of a strong oral presentation delivery, e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 75% of the time. Seemed to read from notes <25% of the time. | **Accomplished – 6-7 points** At least 75% of the assignment is completed and described in the document with some detail. The word document is 750-1000 words in length. Video presentation is between 5 and 7 minutes. Above average oral presentation delivery and logically organized using standard English with minor errors e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 50 and <75%% of the time. Seemed to read from notes >50% of the time.. | **Developing – 1-5 points** The word document contains at least 50% of the assignment. However, the document does not contain detailed examples. The word document is 749-500 words in length. Video presentation is between 5 and 7 minutes. Average and/or casual oral presentation delivery that is sometimes unclear and/or with some errors in grammar, e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 25% and <50% of the time. Seemed to read from notes <50% of the time. | **Unsatisfactory – 0 points** The word document contains less than 50% of the required content. the word document is less than 500 words in length. Did not create video presentation and/or is less than 5 minutes long or more than 8 minutes long. Seemed to read from notes >50% of the time. | 10 points |
| Use of Citations, Writing Mechanics and APA Formatting Guidelines | **Exemplary – 5 points** The reference page contains at least the required current scholarly academic reference and text reference. Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent and in-text citations. Rules of grammar, usage and punctuation are followed; spelling is correct. | **Accomplished – 3 points** References page contains one current scholarly academic resource and text reference. Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. Few grammatical errors, but sentences could be clearer and more precise. | **Developing – 2 points** References page contains one current or outdated scholarly academic resource. Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. Presentation contains few grammatical, punctuation and spelling errors. | **Unsatisfactory – 0 points** References page contains no current scholarly academic resources, only internet webpages or no reference page. Lack of APA guidelines for references provided or in-text citations. Presentation contains numerous grammatical, punctuation, and spelling errors. | 5 points |
| **Total Points** | **50** |

**NUR650CLSmartGoals.pptx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur650clsmartgoals-pptx-10327513)

**## NUR650SmartGoalEvaluationinstructions.docx**

Think back to the five SMART goals you created earlier in the term. Write a reflection paper following APA format and consisting of 750-1000 words in length. Then, create a 5–7-minute reflection video using the word document which evaluates each SMART goal that you created. Use Teams, Zoom, or Canvas Studio's Screen Capture feature to record your presentation. Your face must be visible on camera (in the corner as you present your paper). You must introduce yourself and show your identification. You must dress professionally or your presentation will not be graded.

Use the following questions to guide your response:

1. What were you expecting from the experience before you started?

2. Why were you expecting this?

3. Why did you choose this goal?

4. Did you learn anything about a different group in society (i.e., different age, profession, ethnic, racial or socio-economic group)? What did you learn?

5. What is the most valuable experience you acquired?

6. What impact did the experience have on your everyday life?

7. What did you learn that was directly related to your course objectives?

**Submission Instructions:**

· Submit your paper as a Word Document through the Turnitin inbox below.

· You will use the paper for your video presentation.

· Submit the Link to your video presentation as a comment under the assignment section.

· Here are some guides to help you with your video submission:

·
[How do I record a Canvas Studio video with a webcam in a course?Links to an external site.](https://community.canvaslms.com/docs/DOC-14265-50736850213)

·
[How do I upload media files in my Canvas Studio account?Links to an external site.](https://community.canvaslms.com/t5/Studio/How-do-I-upload-media-files-in-my-Canvas-Studio-account/ta-p/1705)

·
[How do I get a public link or embed code for media in Canvas Studio?Links to an external site.](https://community.canvaslms.com/t5/Studio/How-do-I-get-a-public-link-or-embed-code-for-media-in-Canvas/ta-p/1712)

· Follow all directions for this assignment.

| | | | | | |
| — | — | — | — | — | — |
| **SMART Goal Evaluation Rubric** |
| **Criteria** | **Ratings** | **Points** |
| Content Reflection | **Exemplary – 11-15 points** Reflection demonstrates a high degree of critical thinking in applying, analyzing, and evaluating key course concepts and theories from readings, lectures, media, discussions activities, and/or assignments. Insightful and relevant connections made through contextual explanations, inferences, and examples. | **Accomplished – 6-10 points** Reflection demonstrates some degree of critical thinking in applying, analyzing, and/or evaluating key course concepts and theories from readings, lectures, media, discussions activities, and/or assignments. Connections made through explanations, inferences, and/or examples. | **Developing – 1-5 points** Reflection demonstrates limited critical thinking in applying, analyzing, and/or evaluating key course concepts and theories from readings, lectures, media, discussions, activities, and/or assignments Minimal connections made through explanations, inferences, and/or examples. | **Unsatisfactory – 0 points** Reflection lacks critical thinking. Superficial connections are made with key course concepts and course materials, activities, and/or assignments. | 15 points |
| Personal Growth | **Exemplary – 16-20 points** Conveys strong evidence of reflection on own work with a personal response to the self-assessment questions posed. Demonstrates significant personal growth and awareness of deeper meaning through inferences made, examples, well developed insights, and substantial depth in perceptions and challenges. Synthesizes current experience into future implications. | **Accomplished – 11-15 points** Conveys evidence of reflection on own work with a personal response to the self-assessment questions posed. Demonstrates satisfactory personal growth and awareness through some inferences made, examples, insights, and challenges. Some thought of the future implications of current experience. | **Developing – 1-10 points** Conveys limited evidence of reflection on own work in response to the self-assessment questions posed. Demonstrates less than adequate personal growth and awareness through few or simplistic inferences made, examples, insights, and/or challenges that are not well developed. Minimal thought of the future implications of current experience. | **Unsatisfactory – 0 points** Conveys inadequate evidence of reflection on own work in response to the self-assessment questions posed. Personal growth and awareness are not evident and/or demonstrates a neutral experience with negligible personal impact. Lacks enough inferences, examples, personal insights and challenges, and/or future implications are overlooked. | 20 points |
| Word Document and Video Presentation | **Exemplary – 8-10 points** All sections of the assignment are completed fully and described in the word document in great detail. The word document is 750-1000 words in length. Video presentation is between 5 and 7 minutes. Well spoken, professional and clearly organized using standard English, characterized by elements of a strong oral presentation delivery, e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 75% of the time. Seemed to read from notes <25% of the time. | **Accomplished – 6-7 points** At least 75% of the assignment is completed and described in the document with some detail. The word document is 750-1000 words in length. Video presentation is between 5 and 7 minutes. Above average oral presentation delivery and logically organized using standard English with minor errors e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 50 and <75%% of the time. Seemed to read from notes >50% of the time.. | **Developing – 1-5 points** The word document contains at least 50% of the assignment. However, the document does not contain detailed examples. The word document is 749-500 words in length. Video presentation is between 5 and 7 minutes. Average and/or casual oral presentation delivery that is sometimes unclear and/or with some errors in grammar, e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 25% and <50% of the time. Seemed to read from notes <50% of the time. | **Unsatisfactory – 0 points** The word document contains less than 50% of the required content. the word document is less than 500 words in length. Did not create video presentation and/or is less than 5 minutes long or more than 8 minutes long. Seemed to read from notes >50% of the time. | 10 points |
| Use of Citations, Writing Mechanics and APA Formatting Guidelines | **Exemplary – 5 points** The reference page contains at least the required current scholarly academic reference and text reference. Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent and in-text citations. Rules of grammar, usage and punctuation are followed; spelling is correct. | **Accomplished – 3 points** References page contains one current scholarly academic resource and text reference. Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. Few grammatical errors, but sentences could be clearer and more precise. | **Developing – 2 points** References page contains one current or outdated scholarly academic resource. Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. Presentation contains few grammatical, punctuation and spelling errors. | **Unsatisfactory – 0 points** References page contains no current scholarly academic resources, only internet webpages or no reference page. Lack of APA guidelines for references provided or in-text citations. Presentation contains numerous grammatical, punctuation, and spelling errors. | 5 points |
| **Total Points** | **50** |

**NUR650CLSmartGoals.pptx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur650clsmartgoals-pptx-10327513)

– 1
– 2

November 5, 2026
[Solved] week 7 focused soap note

✓ Verified Academic Solution Available

Executive Solution Overview

Focused soap note. Use evidence based practice. APA format. Please follow soap notes pearls Due in 48 hrs – ## PEDSSOAPnotepearlscopy.docx – ## Week7PEDSSOAPNoteTemplate1.docx **## PEDSSOAPnotepearlscopy.docx** **PEDS SOAP NOTE PEARLS** · **HPI**- always include assessment of diet, activity, elimin…

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Assignment Prompt & Instructions

Focused soap note. Use evidence based practice. APA format. Please follow soap notes pearls
Due in 48 hrs

– ## PEDSSOAPnotepearlscopy.docx

– ## Week7PEDSSOAPNoteTemplate1.docx

**## PEDSSOAPnotepearlscopy.docx**

**PEDS SOAP NOTE PEARLS**

·
**HPI**- always include assessment of diet, activity, elimination, sleep

· If has temp always document how temp was take- oral, axilla etc and what was last temp

· If had any meds get name, dose, last time given

· Ensure to include ALL aspects of OLDCARTS

·
**PE**

· Every exam WCC or focused should include a skin assessment. Skin intact to thorax, bilateral UE and LE, no bruising, ecchymosis of skin tears noted.

· Include completes assessment for HEENT

· Head- ensure to examine fontanelles and document if open/closed

· Eyes-ensure to document complete assessment

· Ears-ensure to include cones of light exam

· Nose-ensure to include bilateral nare exam

· Sinus- ensure to include complete sinus exam

· Mouth- ensure to include buccal mucosa, dentition

· Throat- ensure complete exam

· Tonsil- ensure proper grading using tonsil scale

· Lymph nodes-document names of all lymph nodes head and neck and their assessment

· Cardio- ensure have S1, S2, no M/R/G

· Lungs- CTA bilateral UL/LL/laterally, anterior and posterior

· MSK- ensure to document proper strength scale 5+/5+, etc

· Reflexes- ensure to document proper scale 2+/2+, etc

·
**Assessment**

· Need to provide rationale for all diff dx and final dx- how were they ruled in/out

·
**Plan**

· Need detailed patient education- saying educated oh healthy diet not enough- need specifics- exactly what should their diet include

· Ensure to have ER precautions and specifics of when the patient should follow-up and why

· Anticipatory guidance should be included in all WCC- use Bright Futures resources

· All medication should include education on medication side effects

· All WCC need to have growth chart properly documented and plotted

**\*\* Details are important- If is was not documented it was not done.****

**## Week7PEDSSOAPNoteTemplate1.docx**

H61.22 | Impacted cerumen, left ear

Patient 10 yr old female who comes in with mom for evaluation of left ear muffled hearing. Patient denies any other associated symptoms including sore throat, recent cold, fever, nausea, vomiting, nasal discharge or problem with right ear. Ear assessment performed. BL TMs unable to assess at this time due to wax build up. Patient BL ears irrigated, using syringe irrigation kit and moderate amount of wax drainage observed from right ear. Severe wax drainage observed left ear. Immediately after irrigation patient verbalized improvement. BL TMs observed, pearly gray, good cone of light. No redness, swelling , or discharge noticed.
Education:
Do not use anything to clean the ears
F/U: In 9 months for annual check up or PRN
**Subjective, Objective, Assessment, Plan (SOAP) Notes**

| | |
| — | — |
| **Student name:** | **Course:** |
| **Patient name (initials only):** | **Date: Time:** |
| **Ethnicity:** | **Age: Sex:** |
| **SUBJECTIVE** |
| **CC:** |
| **HPI:** |
| **Medications:** |
| **Past medical history:** |
| **Allergies:** |
| **Birth hx: (use only on well child visits):** |
| **Immunizations:** |
| **Hospitalizations:** |
| **Past surgical history:** |
| **Social history:** |
| **Developmental Assessment: (include on well child visit only but may be necessary for problem focused notes)** |
| **FAMILY HISTORY** |
| **Mother:** |
| **MGM:** |
| **MGF:** |
| **Father:** |
| **PGM:** |
| **PGF:** |
| |
| **REVIEW OF SYSTEMS** |
| **General:** | **Cardiovascular:** |
| **Skin:** | **Respiratory:** |
| **Eyes:** | **Gastrointestinal:** |
| **Ears:** | **Genitourinary/Gynecological:** |
| **Nose/Mouth/Throat:** | **Musculoskeletal:** |
| **Breast: Heme/Lymph/Endo:** | **Neurological:** |
| | **Psychiatry:** |
| **OBJECTIVE (Document PERTINENT systems only, Minimum 3 for problem focused, all systems for well child exam)** |
| **Weight: Height: BMI: BP: Temp: Pulse: Resp:**<br>**(Insert plotted growth chart below on all well child soap notes)** |
| **General appearance:** |
| **Skin:** |
| **HEENT:** |
| **Cardiovascular:** |
| **Respiratory:** |
| **Gastrointestinal:** |
| **Genitourinary:** |
| **Musculoskeletal:** |
| **Neurological:** |
| **Psychiatric:** |
| **Labs performed in office the day of visit:** |
| |
| **Diagnosis (must complete this section and explain how all differential diagnoses were ruled in or ruled out)** |
| **Differential diagnoses:**<br>1. Diagnosis, (ICD 10 code and reference):<br>2. Diagnosis, (ICD 10 code and reference):<br>3. Diagnosis (ICD 10 code and reference): | **Diagnosis**(ICD 10 code and reference): |
| **Plan/therapeutics/diagnostics;** |
| **Education provided:** |
| **CPT Code:** |
| **Anticipatory guidance (well child visit only)** |

**References:**

**## Week7PEDSSOAPNoteTemplate1.docx**

H61.22 | Impacted cerumen, left ear

Patient 10 yr old female who comes in with mom for evaluation of left ear muffled hearing. Patient denies any other associated symptoms including sore throat, recent cold, fever, nausea, vomiting, nasal discharge or problem with right ear. Ear assessment performed. BL TMs unable to assess at this time due to wax build up. Patient BL ears irrigated, using syringe irrigation kit and moderate amount of wax drainage observed from right ear. Severe wax drainage observed left ear. Immediately after irrigation patient verbalized improvement. BL TMs observed, pearly gray, good cone of light. No redness, swelling , or discharge noticed.
Education:
Do not use anything to clean the ears
F/U: In 9 months for annual check up or PRN
**Subjective, Objective, Assessment, Plan (SOAP) Notes**

| | |
| — | — |
| **Student name:** | **Course:** |
| **Patient name (initials only):** | **Date: Time:** |
| **Ethnicity:** | **Age: Sex:** |
| **SUBJECTIVE** |
| **CC:** |
| **HPI:** |
| **Medications:** |
| **Past medical history:** |
| **Allergies:** |
| **Birth hx: (use only on well child visits):** |
| **Immunizations:** |
| **Hospitalizations:** |
| **Past surgical history:** |
| **Social history:** |
| **Developmental Assessment: (include on well child visit only but may be necessary for problem focused notes)** |
| **FAMILY HISTORY** |
| **Mother:** |
| **MGM:** |
| **MGF:** |
| **Father:** |
| **PGM:** |
| **PGF:** |
| |
| **REVIEW OF SYSTEMS** |
| **General:** | **Cardiovascular:** |
| **Skin:** | **Respiratory:** |
| **Eyes:** | **Gastrointestinal:** |
| **Ears:** | **Genitourinary/Gynecological:** |
| **Nose/Mouth/Throat:** | **Musculoskeletal:** |
| **Breast: Heme/Lymph/Endo:** | **Neurological:** |
| | **Psychiatry:** |
| **OBJECTIVE (Document PERTINENT systems only, Minimum 3 for problem focused, all systems for well child exam)** |
| **Weight: Height: BMI: BP: Temp: Pulse: Resp:**<br>**(Insert plotted growth chart below on all well child soap notes)** |
| **General appearance:** |
| **Skin:** |
| **HEENT:** |
| **Cardiovascular:** |
| **Respiratory:** |
| **Gastrointestinal:** |
| **Genitourinary:** |
| **Musculoskeletal:** |
| **Neurological:** |
| **Psychiatric:** |
| **Labs performed in office the day of visit:** |
| |
| **Diagnosis (must complete this section and explain how all differential diagnoses were ruled in or ruled out)** |
| **Differential diagnoses:**<br>1. Diagnosis, (ICD 10 code and reference):<br>2. Diagnosis, (ICD 10 code and reference):<br>3. Diagnosis (ICD 10 code and reference): | **Diagnosis**(ICD 10 code and reference): |
| **Plan/therapeutics/diagnostics;** |
| **Education provided:** |
| **CPT Code:** |
| **Anticipatory guidance (well child visit only)** |

**References:**

**## PEDSSOAPnotepearlscopy.docx**

**PEDS SOAP NOTE PEARLS**

·
**HPI**- always include assessment of diet, activity, elimination, sleep

· If has temp always document how temp was take- oral, axilla etc and what was last temp

· If had any meds get name, dose, last time given

· Ensure to include ALL aspects of OLDCARTS

·
**PE**

· Every exam WCC or focused should include a skin assessment. Skin intact to thorax, bilateral UE and LE, no bruising, ecchymosis of skin tears noted.

· Include completes assessment for HEENT

· Head- ensure to examine fontanelles and document if open/closed

· Eyes-ensure to document complete assessment

· Ears-ensure to include cones of light exam

· Nose-ensure to include bilateral nare exam

· Sinus- ensure to include complete sinus exam

· Mouth- ensure to include buccal mucosa, dentition

· Throat- ensure complete exam

· Tonsil- ensure proper grading using tonsil scale

· Lymph nodes-document names of all lymph nodes head and neck and their assessment

· Cardio- ensure have S1, S2, no M/R/G

· Lungs- CTA bilateral UL/LL/laterally, anterior and posterior

· MSK- ensure to document proper strength scale 5+/5+, etc

· Reflexes- ensure to document proper scale 2+/2+, etc

·
**Assessment**

· Need to provide rationale for all diff dx and final dx- how were they ruled in/out

·
**Plan**

· Need detailed patient education- saying educated oh healthy diet not enough- need specifics- exactly what should their diet include

· Ensure to have ER precautions and specifics of when the patient should follow-up and why

· Anticipatory guidance should be included in all WCC- use Bright Futures resources

· All medication should include education on medication side effects

· All WCC need to have growth chart properly documented and plotted

**\*\* Details are important- If is was not documented it was not done.****

**## Week7PEDSSOAPNoteTemplate1.docx**

H61.22 | Impacted cerumen, left ear

Patient 10 yr old female who comes in with mom for evaluation of left ear muffled hearing. Patient denies any other associated symptoms including sore throat, recent cold, fever, nausea, vomiting, nasal discharge or problem with right ear. Ear assessment performed. BL TMs unable to assess at this time due to wax build up. Patient BL ears irrigated, using syringe irrigation kit and moderate amount of wax drainage observed from right ear. Severe wax drainage observed left ear. Immediately after irrigation patient verbalized improvement. BL TMs observed, pearly gray, good cone of light. No redness, swelling , or discharge noticed.
Education:
Do not use anything to clean the ears
F/U: In 9 months for annual check up or PRN
**Subjective, Objective, Assessment, Plan (SOAP) Notes**

| | |
| — | — |
| **Student name:** | **Course:** |
| **Patient name (initials only):** | **Date: Time:** |
| **Ethnicity:** | **Age: Sex:** |
| **SUBJECTIVE** |
| **CC:** |
| **HPI:** |
| **Medications:** |
| **Past medical history:** |
| **Allergies:** |
| **Birth hx: (use only on well child visits):** |
| **Immunizations:** |
| **Hospitalizations:** |
| **Past surgical history:** |
| **Social history:** |
| **Developmental Assessment: (include on well child visit only but may be necessary for problem focused notes)** |
| **FAMILY HISTORY** |
| **Mother:** |
| **MGM:** |
| **MGF:** |
| **Father:** |
| **PGM:** |
| **PGF:** |
| |
| **REVIEW OF SYSTEMS** |
| **General:** | **Cardiovascular:** |
| **Skin:** | **Respiratory:** |
| **Eyes:** | **Gastrointestinal:** |
| **Ears:** | **Genitourinary/Gynecological:** |
| **Nose/Mouth/Throat:** | **Musculoskeletal:** |
| **Breast: Heme/Lymph/Endo:** | **Neurological:** |
| | **Psychiatry:** |
| **OBJECTIVE (Document PERTINENT systems only, Minimum 3 for problem focused, all systems for well child exam)** |
| **Weight: Height: BMI: BP: Temp: Pulse: Resp:**<br>**(Insert plotted growth chart below on all well child soap notes)** |
| **General appearance:** |
| **Skin:** |
| **HEENT:** |
| **Cardiovascular:** |
| **Respiratory:** |
| **Gastrointestinal:** |
| **Genitourinary:** |
| **Musculoskeletal:** |
| **Neurological:** |
| **Psychiatric:** |
| **Labs performed in office the day of visit:** |
| |
| **Diagnosis (must complete this section and explain how all differential diagnoses were ruled in or ruled out)** |
| **Differential diagnoses:**<br>1. Diagnosis, (ICD 10 code and reference):<br>2. Diagnosis, (ICD 10 code and reference):<br>3. Diagnosis (ICD 10 code and reference): | **Diagnosis**(ICD 10 code and reference): |
| **Plan/therapeutics/diagnostics;** |
| **Education provided:** |
| **CPT Code:** |
| **Anticipatory guidance (well child visit only)** |

**References:**

**## PEDSSOAPnotepearlscopy.docx**

**PEDS SOAP NOTE PEARLS**

·
**HPI**- always include assessment of diet, activity, elimination, sleep

· If has temp always document how temp was take- oral, axilla etc and what was last temp

· If had any meds get name, dose, last time given

· Ensure to include ALL aspects of OLDCARTS

·
**PE**

· Every exam WCC or focused should include a skin assessment. Skin intact to thorax, bilateral UE and LE, no bruising, ecchymosis of skin tears noted.

· Include completes assessment for HEENT

· Head- ensure to examine fontanelles and document if open/closed

· Eyes-ensure to document complete assessment

· Ears-ensure to include cones of light exam

· Nose-ensure to include bilateral nare exam

· Sinus- ensure to include complete sinus exam

· Mouth- ensure to include buccal mucosa, dentition

· Throat- ensure complete exam

· Tonsil- ensure proper grading using tonsil scale

· Lymph nodes-document names of all lymph nodes head and neck and their assessment

· Cardio- ensure have S1, S2, no M/R/G

· Lungs- CTA bilateral UL/LL/laterally, anterior and posterior

· MSK- ensure to document proper strength scale 5+/5+, etc

· Reflexes- ensure to document proper scale 2+/2+, etc

·
**Assessment**

· Need to provide rationale for all diff dx and final dx- how were they ruled in/out

·
**Plan**

· Need detailed patient education- saying educated oh healthy diet not enough- need specifics- exactly what should their diet include

· Ensure to have ER precautions and specifics of when the patient should follow-up and why

· Anticipatory guidance should be included in all WCC- use Bright Futures resources

· All medication should include education on medication side effects

· All WCC need to have growth chart properly documented and plotted

**\*\* Details are important- If is was not documented it was not done.****

**## Week7PEDSSOAPNoteTemplate1.docx**

H61.22 | Impacted cerumen, left ear

Patient 10 yr old female who comes in with mom for evaluation of left ear muffled hearing. Patient denies any other associated symptoms including sore throat, recent cold, fever, nausea, vomiting, nasal discharge or problem with right ear. Ear assessment performed. BL TMs unable to assess at this time due to wax build up. Patient BL ears irrigated, using syringe irrigation kit and moderate amount of wax drainage observed from right ear. Severe wax drainage observed left ear. Immediately after irrigation patient verbalized improvement. BL TMs observed, pearly gray, good cone of light. No redness, swelling , or discharge noticed.
Education:
Do not use anything to clean the ears
F/U: In 9 months for annual check up or PRN
**Subjective, Objective, Assessment, Plan (SOAP) Notes**

| | |
| — | — |
| **Student name:** | **Course:** |
| **Patient name (initials only):** | **Date: Time:** |
| **Ethnicity:** | **Age: Sex:** |
| **SUBJECTIVE** |
| **CC:** |
| **HPI:** |
| **Medications:** |
| **Past medical history:** |
| **Allergies:** |
| **Birth hx: (use only on well child visits):** |
| **Immunizations:** |
| **Hospitalizations:** |
| **Past surgical history:** |
| **Social history:** |
| **Developmental Assessment: (include on well child visit only but may be necessary for problem focused notes)** |
| **FAMILY HISTORY** |
| **Mother:** |
| **MGM:** |
| **MGF:** |
| **Father:** |
| **PGM:** |
| **PGF:** |
| |
| **REVIEW OF SYSTEMS** |
| **General:** | **Cardiovascular:** |
| **Skin:** | **Respiratory:** |
| **Eyes:** | **Gastrointestinal:** |
| **Ears:** | **Genitourinary/Gynecological:** |
| **Nose/Mouth/Throat:** | **Musculoskeletal:** |
| **Breast: Heme/Lymph/Endo:** | **Neurological:** |
| | **Psychiatry:** |
| **OBJECTIVE (Document PERTINENT systems only, Minimum 3 for problem focused, all systems for well child exam)** |
| **Weight: Height: BMI: BP: Temp: Pulse: Resp:**<br>**(Insert plotted growth chart below on all well child soap notes)** |
| **General appearance:** |
| **Skin:** |
| **HEENT:** |
| **Cardiovascular:** |
| **Respiratory:** |
| **Gastrointestinal:** |
| **Genitourinary:** |
| **Musculoskeletal:** |
| **Neurological:** |
| **Psychiatric:** |
| **Labs performed in office the day of visit:** |
| |
| **Diagnosis (must complete this section and explain how all differential diagnoses were ruled in or ruled out)** |
| **Differential diagnoses:**<br>1. Diagnosis, (ICD 10 code and reference):<br>2. Diagnosis, (ICD 10 code and reference):<br>3. Diagnosis (ICD 10 code and reference): | **Diagnosis**(ICD 10 code and reference): |
| **Plan/therapeutics/diagnostics;** |
| **Education provided:** |
| **CPT Code:** |
| **Anticipatory guidance (well child visit only)** |

**References:**

– 1
– 2

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– ## Nur650GraduateMentalStatusExamGuidecopy4.docx – NUR650GraduateComprehensivePsychiatricEvaluationandPsychotherapyNoteTemplate.docx – NUR650clCPE3instructions.docx **## Nur650GraduateMentalStatusExamGuidecopy4.docx** **MENTAL STATUS EXAM GUIDE** Previous Mental Health Treatments (e g: psychopharm…

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– ## Nur650GraduateMentalStatusExamGuidecopy4.docx

– NUR650GraduateComprehensivePsychiatricEvaluationandPsychotherapyNoteTemplate.docx
– NUR650clCPE3instructions.docx

**## Nur650GraduateMentalStatusExamGuidecopy4.docx**

**MENTAL STATUS EXAM GUIDE**

Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

Compare your impression of the patient’s status now to the initial impression:

**BRIEF MENTAL STATUS EXAM**

Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

GENERAL DESCRIPTION

Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

Attitude toward examiner
**(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

Speech characteristic –

What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

Psychomotor activity
**(INCLUDED IN BEHAVIOR)**

Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

MOOD/AFFECT

Mood – is the sustained/consistent emotion that colors their perception of the word.

Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

DISORDERS OF THE FORM OF THOUGHT

The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

PERCEPTION
**(INCLUDED IN THOUGHT CONTENT)**

Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

COGNITION

Orientation

Person:

Place:

Time:

Is the patient’s orientation good, fair or poor; support your conclusion:

Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

JUDGMENT AND INSIGHT

Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

**BIOLOGICAL DATA**

Oxygenation:

Respiration: (Quality and quantity):
Temp:

B/P:

Pulse: (Quality and quantity):

Metabolism

Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

Sleep Patterns

Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

**SOCIAL HISTORY**

Support system: (Is there support from family, friends, church, work, etc.):

Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

Spiritual Assessment

What importance does religion/spirituality have in the patient’s life:

Do the patient’s beliefs help with stressful situations:

Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

Financial Support – who works in the household; what other means of financial support is there for the household:

Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

**NUR650GraduateComprehensivePsychiatricEvaluationandPsychotherapyNoteTemplate.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur650graduatecomprehensivepsychiatricevaluationandpsychotherapynotetemplate-docx-10327365)

**NUR650clCPE3instructions.docx**

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**NUR650clCPE3instructions.docx**

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**## Nur650GraduateMentalStatusExamGuidecopy4.docx**

**MENTAL STATUS EXAM GUIDE**

Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

Compare your impression of the patient’s status now to the initial impression:

**BRIEF MENTAL STATUS EXAM**

Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

GENERAL DESCRIPTION

Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

Attitude toward examiner
**(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

Speech characteristic –

What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

Psychomotor activity
**(INCLUDED IN BEHAVIOR)**

Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

MOOD/AFFECT

Mood – is the sustained/consistent emotion that colors their perception of the word.

Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

DISORDERS OF THE FORM OF THOUGHT

The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

PERCEPTION
**(INCLUDED IN THOUGHT CONTENT)**

Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

COGNITION

Orientation

Person:

Place:

Time:

Is the patient’s orientation good, fair or poor; support your conclusion:

Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

JUDGMENT AND INSIGHT

Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

**BIOLOGICAL DATA**

Oxygenation:

Respiration: (Quality and quantity):
Temp:

B/P:

Pulse: (Quality and quantity):

Metabolism

Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

Sleep Patterns

Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

**SOCIAL HISTORY**

Support system: (Is there support from family, friends, church, work, etc.):

Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

Spiritual Assessment

What importance does religion/spirituality have in the patient’s life:

Do the patient’s beliefs help with stressful situations:

Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

Financial Support – who works in the household; what other means of financial support is there for the household:

Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

**NUR650GraduateComprehensivePsychiatricEvaluationandPsychotherapyNoteTemplate.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur650graduatecomprehensivepsychiatricevaluationandpsychotherapynotetemplate-docx-10327365)

**NUR650clCPE3instructions.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur650clcpe3instructions-docx-10327361)

**## Nur650GraduateMentalStatusExamGuidecopy4.docx**

**MENTAL STATUS EXAM GUIDE**

Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

Compare your impression of the patient’s status now to the initial impression:

**BRIEF MENTAL STATUS EXAM**

Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

GENERAL DESCRIPTION

Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

Attitude toward examiner
**(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

Speech characteristic –

What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

Psychomotor activity
**(INCLUDED IN BEHAVIOR)**

Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

MOOD/AFFECT

Mood – is the sustained/consistent emotion that colors their perception of the word.

Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

DISORDERS OF THE FORM OF THOUGHT

The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

PERCEPTION
**(INCLUDED IN THOUGHT CONTENT)**

Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

COGNITION

Orientation

Person:

Place:

Time:

Is the patient’s orientation good, fair or poor; support your conclusion:

Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

JUDGMENT AND INSIGHT

Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

**BIOLOGICAL DATA**

Oxygenation:

Respiration: (Quality and quantity):
Temp:

B/P:

Pulse: (Quality and quantity):

Metabolism

Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

Sleep Patterns

Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

**SOCIAL HISTORY**

Support system: (Is there support from family, friends, church, work, etc.):

Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

Spiritual Assessment

What importance does religion/spirituality have in the patient’s life:

Do the patient’s beliefs help with stressful situations:

Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

Financial Support – who works in the household; what other means of financial support is there for the household:

Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

**NUR650GraduateComprehensivePsychiatricEvaluationandPsychotherapyNoteTemplate.docx**

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**NUR650clCPE3instructions.docx**

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November 5, 2026
[Solved] Module 3 response Grad Study for Adv Nurs Prac AIB

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Executive Solution Overview

**Using the Walden Library** As an aspiring nurse practitioner focusing on underserved populations, I was particularly interested in examining the role of community health workers (CHWs) in improving health equity and chronic disease management. Through the Walden Library, I used the MEDLINE with Fu…

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Assignment Prompt & Instructions

**Using the Walden Library**
As an aspiring nurse practitioner focusing on underserved populations, I was particularly interested in examining the role of community health workers (CHWs) in improving health equity and chronic disease management. Through the Walden Library, I used the MEDLINE with Full Text database to locate a peer-reviewed article that aligns closely with my area of practice.
**Article Citation:**
Knowles, M., Crowley, A. P., Vasan, A., & Kangovi, S. (2023). Community health worker integration with and effectiveness in health care and public health in the United States. Annual Review of Public Health, 44(1), 363–381. [https://doi.org/10.1146/annurev-publhealth-071521-031648Links to an external site.](https://doi.org/10.1146/annurev-publhealth-071521-031648)
This article provides a comprehensive review of the history, effectiveness, and growing integration of CHWs in U.S. health care systems. It highlights how CHWs improve chronic disease outcomes, increase access to preventive services, reduce costs, and promote health equity by addressing social determinants of health.
**Database Used:**
I found this article using the MEDLINE with Full Text database available through the Walden Library (Walden University Library, n.d.-a). The advanced search tools and subject filters in MEDLINE were particularly useful in narrowing results to peer-reviewed articles published within the last five years.
**Search Experience:**
Initially, my search returned hundreds of unrelated articles. However, by using Boolean operators and specific keywords such as “community health workers” AND “chronic disease” AND “health equity”, I was able to focus my search effectively. I also consulted Walden's instructional materials on library search strategies, which helped me refine my Boolean logic and apply filters appropriately (Walden University Library, n.d.-c).
**Usefulness and Recommendation:**
Yes, I would highly recommend MEDLINE with Full Text to my colleagues. It offers a broad range of peer-reviewed nursing and public health research, which supports evidence-based practice and academic scholarship. It aligns with scholarly writing standards and supports the development of literature synthesis skills necessary for graduate-level research (Shellenbarger, 2016; Walden University Writing Center, n.d.-b).
**Conclusion:**
Access to peer-reviewed databases like MEDLINE is critical for nurses seeking to base clinical decisions on reliable evidence. Using these databases enhances academic writing, supports professional growth, and ultimately improves patient care outcomes (Al-Jundi & Sakka, 2017; Walden University Writing Center, n.d.-a).
**References**
Al-Jundi, A., & Sakka, S. (2017). Critical appraisal of clinical research. Journal of Clinical and Diagnostic Research: JCDR, 11(5), JE01–JE05. [https://doi.org/10.7860/JCDR/2017/26047.9942Links to an external site.](https://doi.org/10.7860/JCDR/2017/26047.9942)
Knowles, M., Crowley, A. P., Vasan, A., & Kangovi, S. (2023). Community health worker integration with and effectiveness in health care and public health in the United States. Annual Review of Public Health, 44(1), 363–381. [https://doi.org/10.1146/annurev-publhealth-071521-031648Links to an external site.](https://doi.org/10.1146/annurev-publhealth-071521-031648)
Shellenbarger, T. (2016). Simplifying synthesis. Nurse Author & Editor, 26(3). [http://naepub.com/reporting-research/2016-26-3-3/Links to an external site.](http://naepub.com/reporting-research/2016-26-3-3/)
Walden University Library. (n.d.-a). Databases A-Z: Nursing. [https://academicguides.waldenu.edu/az.php?s=19981Links to an external site.](https://academicguides.waldenu.edu/az.php?s=19981)
Walden University Library. (n.d.-c). Instructional media: Fundamentals of library research. [https://academicguides.waldenu.edu/library/instructionalmedia/researchfundamentalsLinks to an external site.](https://academicguides.waldenu.edu/library/instructionalmedia/researchfundamentals)
Walden University Writing Center. (n.d.-a). Scholarly writing: Overview. [https://academicguides.waldenu.edu/writingcenter/scholarlyLinks to an external site.](https://academicguides.waldenu.edu/writingcenter/scholarly)
Walden University Writing Center. (n.d.-b). Common assignments: Synthesizing your sources. [https://academicguides.waldenu.edu/writingcenter/assignments/literaturereview/synthesizing](https://academicguides.waldenu.edu/writingcenter/assignments/literaturereview/synthesizing)

November 5, 2026
[Solved] Module 3 response Grad Study for Adv Nurs Prac

✓ Verified Academic Solution Available

Executive Solution Overview

For the course, I selected the peer-reviewed article, "Exploring the impact of nurse-led interventions on patient outcomes in chronic disease management" by Loredana Cicolini (2025), published in ICMERD-International Journal of Nursing Science, 6(1), 1-7. This article is of particular interest to me…

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Assignment Prompt & Instructions

For the course, I selected the peer-reviewed article, "Exploring the impact of nurse-led interventions on patient outcomes in chronic disease management" by Loredana Cicolini (2025), published in ICMERD-International Journal of Nursing Science, 6(1), 1-7. This article is of particular interest to me because it directly addresses the critical role of nurse-led interventions in managing chronic diseases, a cornerstone of advanced nursing practice. As an aspiring Advanced Practice Registered Nurse (APRN), understanding the efficacy and impact of these interventions is crucial for developing evidence-based care strategies and advocating for the expansion of nurse-led models of care. The focus on patient outcomes also aligns with my professional goal of improving the quality of life and health trajectories for individuals living with chronic conditions.
            The database I utilized to search for this article was CINAHL Complete (Cumulative Index to Nursing and Allied Health Literature).
            During my search for this article, I encountered a few difficulties. Initially, I started with broad keywords such as "nurse interventions," "chronic disease," and "patient outcomes." While this yielded a large number of results, it was challenging to narrow them down to highly relevant, recent, and impactful studies specifically on nurse-led interventions. Many articles discussed interventions where nurses were part of a larger team, but I was specifically looking for studies where nurses were the primary drivers of the intervention. I refined my search by adding terms like "nurse-led," "advanced practice nursing," and "APRN." Another challenge was ensuring the articles were peer-reviewed and of a high academic standard, which CINAHL's filters helped with, but still required careful review of each article's details. Lastly, finding very recent publications, such as the 2025 article by Cicolini, can sometimes be challenging as databases may have a slight lag in indexing the absolute newest content. I specifically searched for "Cicolini L" and "nurse-led interventions" within the journal ICMERD-International Journal of Nursing Science to locate this specific article.
            CINAHL Complete would be exceptionally useful to my colleagues in advanced nursing practice. Firstly, as a specialized nursing database, CINAHL offers an unparalleled breadth and depth of literature directly relevant to nursing and allied health professions. This means my colleagues would find a comprehensive collection of evidence-based research, clinical guidelines, and theoretical articles pertinent to their diverse roles, whether in direct patient care, education, research, or administration. Secondly, CINAHL's robust indexing system, including the use of CINAHL Headings (similar to MeSH terms), allows for highly precise and targeted searches, enabling colleagues to efficiently locate the most relevant evidence to inform their clinical decisions, scholarly projects, or policy development. The ability to filter by study type, publication type, and patient population further enhances its utility for evidence-based practice.
            Yes, I would highly recommend CINAHL Complete to my colleagues. Beyond its comprehensive content and powerful search capabilities, CINAHL offers several features that make it invaluable. Its direct links to full-text articles, where available through our institutional subscriptions, save significant time in accessing research. The option to save searches and set up alerts for new articles on specific topics ensures that colleagues can stay current with the latest advancements in their areas of interest without continuously repeating manual searches. For advanced nursing practice, where continuous learning and evidence-based decision-making are paramount, CINAHL provides the essential resource for accessing foundational nursing theory, cutting-edge research, and practical clinical applications. Its user-friendly interface, combined with its specialized focus on nursing literature, makes it an indispensable tool for any APRN committed to excellence in practice.
**References**
Cicolini, L. (2025). Exploring the impact of nurse-led interventions on patient outcomes in chronic disease management. _ICMERD-International Journal of Nursing Science_, _6_(1), 1-

November 5, 2026
[Solved] Leadership theories in practice module 3 discussion 1

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Executive Solution Overview

– Broome, M., & Marshall, E. S. (2021). _Transformational leadership in nursing: From expert clinician to influential leader_ (3rd ed.). New York, NY: Springer. – Chapter 1, “Frameworks for Becoming a Transformational Leader” (pp. 2–19 ONLY) – Chapter 6, “Shaping Your Own Leadership Journey” (pp. 18…

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Assignment Prompt & Instructions

– Broome, M., & Marshall, E. S. (2021). _Transformational leadership in nursing: From expert clinician to influential leader_ (3rd ed.). New York, NY: Springer.
– Chapter 1, “Frameworks for Becoming a Transformational Leader” (pp. 2–19 ONLY)
– Chapter 6, “Shaping Your Own Leadership Journey” (pp. 182-211)
– Chan, R. J., Knowles, R., Hunter, S., Conroy, T., Tieu, M., & Kitson, A. (2023). [From evidence-based practice to knowledge translation: What is the difference? What are the roles of nurse leaders?Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0749208122001413%3F) _Seminars in Oncology Nursing_, _39_(1). https://doi.org/10.1016/j.soncn.2022.151363
– Review the Resources and examine the leadership theories and behaviors introduced.
– Identify two to three scholarly resources, in addition to this Module’s readings, that evaluate the impact of leadership behaviors in creating healthy work environments.
– Reflect on the leadership behaviors presented in the three resources that you selected for review.
**Post** two key insights you had from the scholarly resources you selected. Describe a leader whom you have seen use such behaviors and skills, or a situation where you have seen these behaviors and skills used in practice. Be specific and provide examples. Then, explain to what extent these skills were effective and how their practice impacted the workplace.

November 5, 2026